Research has shown that academic under-performance in higher education can be attributed
inter alia to psychosocial difficulties arising from students’ under-preparedness for the
rigours of university life, the struggle to accommodate diverse cultural worldviews and poor
proficiency in the language of learning and teaching (Chang 1999). As internationalisation of
higher education institutions has became more common worldwide, the need for support
systems to deal with problems of a multicultural student body has become essential if students
are to have equitable opportunities for success. In this regard, Monash South Africa (MSA),
an international multicultural higher education institution, introduced a tutor-mentor
programme to improve academic outcomes among mathematics students in the Foundation
Programme (FP). The impact of this programme was investigated by means of an empirical
investigation and framed by a bricolage of learning theories which served as a conceptual
framework for the study under the metaphors of acquisition and participation. The literature
study showed that tutoring and mentoring programmes tend to be successful pedagogical
supports. The empirical inquiry took the form of a mixed-method case study which explored
the impact of participation in the tutor-mentor programme on mathematical performance
among FP mathematics students at MSA. The participants in the study, which was carried out
in two phases, were mathematics students, tutor-mentors and lecturers in the FP. Phase 1
quantitatively explored the extent of effectiveness of the tutor-mentor intervention, using a
quasi-experimental non-equivalent control group design. Two formal tests were used to gather
data, which were analysed by an analysis of covariance and the Johnson-Neyman technique.
Quantitative findings supported the initial assumption of the study: that participation in the
tutor-mentor programme as an intervention strategy improved the mathematics scores of FP
students at MSA. Phase 2, a qualitative study, used purposive sampling. Data was gathered
through focus group and individual interviews, observation, spontaneous conversations and
photographs. Interpretation of the quantitative and qualitative data was presented according to
the phases and thereafter integrated. Qualitative findings provided information about the
dynamics of the tutor-mentor programme in providing academic and psychosocial support to
students. Finally, a situation-producing theory was developed from the integrated findings,
and recommendations made for improvement of practice. / Educational Studies / D. Ed. (Comparative Education)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/3678 |
| Date | 02 1900 |
| Creators | Maitland, Irene Dephne Manda |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (xiv, 266 leaves) |
Page generated in 0.0023 seconds